LIFE BOOK SERIES 



How to Study a Child 



MINNIE B. MYERS 




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COPYRIGHT DEPOSrr 



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LIFE-BOOK SERIES 



How to Study a Child 



A MOTHER'S GUIDE 




Pkess of 
FRANKLIN HUDSON PUBLISHING CO. 

Kansas City, Mo. 



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Copyrighted 1915 
By Mrs. MINNIE BELL MYERS, 



Compiled and Copyrighted 

BTT 

Mrs. MINI-n-i: pELL MYERS, 

Author of 

I Home Study Course, 

Mothers' Kindergarten School, 

" Irene's Yesterdays." 



JUL -6 1915 

<S)CI.A4(J1740 



Who can tell what a baby thinks? 
Who can follow the gossamer links, 

By which the manikin feels his way 
Out from the shore of the Great Unknown, 
Blind, and wailing, and alone. 

Into the light of dayV 



CHRIST AND THE CHILDREN 

At the same time came the disciples unto Jesus, 
saying, Who is the greatest in the kingdom of 
heaven? 

And Jesus called a little child unto him., and 
set him in the midst of them, and said. Verily I 
say unto you, except ye he converted and become 
as little children, ye shall not enter into the king- 
dom of heaven. 

Whosoever therefore shall humble himself as this 
little child, the same is greatest in the kingdom of 
heaven. 

And whoso shall receive one such little child in 
my name receiveth me. 

But whoso shall of end one of these little ones 
which believe in me, it were better for him that a 
millstone were hanged about his neck, and that he 
were drowned in the depth of the sea. 

Take heed that ye despise not one of these little 
ones; for I say unto you. That in heaven their 
angels do always behold the face of my Father 
which is in heaven. — Matt, xviii., i-6, io. 



Greater joy have I none than this: to hear of 
my children walking in the truth. — John III., 4. 



PREFACE 

This book is intended as a ''mediation" be- 
tween the adult mind and the child mind; a 
getting of the right perspective of the child's 
mind by the adult, and thereby establishing a 
freedom, a harmony, and a unity with the child 
which is conducive to a perfect growth and 
development, on the one hand, and to a more 
appreciative and better understanding, on the 
other; giving to the little germ of life most 
favorable conditions in which to grow and be 
nourished by the love and goodness of parents, 
guided by their wisdom and experience, pro- 
tected by their strength and knowledge. Stand- 
ing aloof from the child and giving arbitrary 
orders will not bring a single human being to 
a correct knowledge of what a child is or how 
much good it can accomplish if taken into sin- 
cere companionship. This book is the fruit 
of twenty-five years of studying and teaching 
''child study" and "child observation journal- 
ism," and years of experience as a mother. The 
treatment of each stage of development is con- 
densed and practicable, and is intended to be 
worked out more completely by observation, 
reading, experiment, and discussion. 

I do not forget that there are plenty of 
mothers who know a great deal about children, 
but who look at them from the sympathetic 
point of view, in which they do well; but there 
is a scientific point of view, which is equally as 
essential. Again, when people have sympathy, 
experience, and common sense, they have three 

5 



of the essential requisites for the successful care 
of the children. They are unconsciously close 
observers of children, but they have never set 
themselves to observe, and still less have they 
attempted to formulate their knowledge. The 
result is that, however successful they them- 
selves may be in managing children and facing 
the problems that meet them from day to day, 
they can not transfer their experience to others. 
Scientific investigation may discover and settle 
very important questions, where unscientific 
common sense failed to perceive that there was 
a problem at all. 

The chief end of this book is to give to you 
an easy and definite method to enable you to 
collect facts about your child and formulate 
them in such a way as to make them available, 
not only for the use of science, but for the use 
of those who need them for application to prac- 
tical problems. There is a glorious satisfac- 
tion in being able to present to your child, when 
he or she is grown up, a book of these compiled 
facts, written in diary form, with bits of fam- 
ily history and unique settings, with interesting 
incidents interspersed. 

Every parent should keep a diary in which 
to note successive phases of the child's moral 
growth, so that he or she might watch the growth 
of character, foster every manifestation of good, 
and be able to suppress or restrain the bad. 
The study of the child in child nature is the 
most entertaining and instructive study in the 
world. For the mother it is ideal and should 



be taken up by her with great interest; for by 
its use she trains herself in psychology, obser- 
vation, accuracy, English, originality, memory, 
writing, tact, visualizing, in self-control, in truth- 
fulness. For the child, it means a book of his 
life, written by his parent or parents. What 
would you not give to-day for a "Life-Book," 
written by your father or mother, grandfather 
or grandmother, in which were recorded, in their 
own words, the important and interesting hap- 
penings of your early life — a book to which you 
could refer at any time and trace back the 
family history throughout many years, perhaps 
generations ? 

Such a book is invaluable to the child, to 
say nothing of its great value to the generations 
ahead of him. In future years, the child may 
have occasion many times to go back to the 
incidents of to-day, last year, or the year before. 
These matters are very clear to you now, but 
they may not be then. If no record is made 
by you now, it may be impossible to obtain the 
information when it is wanted. 

Aside from all this, there is the pleasurable 
side of the writing and publishing of such a 
life-book. Many, many times throughout the 
years of the future you will find great enjoy- 
ment in reading and re-reading such a book as 
you could write to-day. Not only the child, 
but relatives and friends would appreciate such 
a book as a gift. They would value it above 
anything else you could give them at many 
times the same cost. 

7 



HOW TO STUDY A CHILD 



REQUISITES 

The requisites for child observation journal- 
ism are: 

1. Blotting-paper pad with corners of leather or 

cretonne. 

2. Glass ink receptacle. 

3. Pen — a simple holder in wood, enameled in 

any desired color to carry out color scheme. 

4. A glass pot of mucilage, with a nickel mucil- 

age brush, used for placing kodak pictures 
of child, newspaper clippings of any per- 
sonal mention, clippings of hair, etc. 

5. A small pair of scissors. 

6. A stand to hold ink eraser, lead pencil, meas- 

uring stick, tape measure. 

7. Pair of balance scales. 

8. Faithful recording of facts on blank pages 

provided for in back of this book, as in- 
dicated in text. 



ANCESTRY 



Paternal and Maternal Branch 



Great-Grandfather 

Great-Grandmother 

Grandfather 

Grandmother 

Father 

Mother 



Nationality 
Physical Development 

Temperament 

Health and Longevity 

Occupation 

Education 



Age of Parents When Child Was Born 



ENVIRONMENT 

Proper environment: As we place fine plants 
and animals under the most favorable influence, 
so we ought to do with the children. Favorable 
surroundings, loving treatment, kind words, 
cheerfulness, and pleasant employment work 
wonders. 

Child's Birth-place. Date of birth. Gen- 
eral surroundings — town, country; indoor, out- 
door. Social surroundings — his brothers, his 
sisters. His picture. Clipping of hair. 

PHYSICAL DEVELOPMENT AND 

MEASUREMENTS 
Weight: 

Note weight of child at birth and a few days 
after. There is always a marked loss of weight 
the first few days. The average weight at time 
of birth is about seven pounds. At the age of 
six months the average infant weighs nearly 
twice as much as at birth, and at one year nearly 
three times as much as at birth, while the aver- 
age gain of weight in the second year is about 
six pounds, four and a half pounds in the third 
year, and four pounds during the fourth year. 
An infant's weight should be taken once a week 
for several weeks. 

Height: 

Note height of infant by measuring|him in 
a horizontal position. Place child on the^floor 

10 



with the head just touching the wall; then, 
taking care that the head continues in contact 
with the wall, the legs should be stretched out 
as straight as possible. An object of some sort 
should be used to mark the extreme distance 
reached by the feet. The distance from the 
wall to the object will give the height of the 
child. 

Chest Girth and Girth of Head, Breadth 
OF Shoulders and Breadth of Hips: 

The chest should be measured at the level 
of the nipple, the tape being in direct contact 
with the skin, the arms relaxed at his side. 
Note maximum measurements by having child 
(when old enough) take as deep breath as pos- 
sible, and minimum measurements by letting 
out as much breath as he can. Measure the 
shoulders and hips and head In natural position. 

Vision: 

Note color, degree of deposition of coloring 
matter. 

Teeth : 

Note dates of eruption. The temporary 
teeth, of which there are twenty, should appear 
as follows: 

1. Lower central incisors, 6 to 8 months. 

2. Upper central and upper lateral Incisors, 8 

to 12 months. 

11 



3- Lower lateral incisors and lower and upper 
first molars, 12 to 15 months. 

4. Lower and upper canines, 18 to 24 months. 

5. Lower and upper second molars, 24 to 30 

months. 

The permanent teeth: 

First molars, 6 years. 
Incisors, 7 to 8 years. 
Bicuspids, 9 to 10 years. 
Canines, 12 to 14 years. 
Second molars, 12 to 15 years. 
Third molars (wisdom teeth), 17 to 25 
years. 

Movements: 

By the careful study of sensations, on the 
one hand, and of the movements and activities 
of the child, on the other, we get a fuller under- 
standing of the child's mental and physical evo- 
lution. All ingoing currents, of sensations and 
impressions, gradually lay the foundations of 
the child's mental world; and the outgoing cur- 
rents, which bring about the movements of the 
child, reveal the ordering of the foundations of 
activity and conduct: and it is these move- 
ments you note as they appear. Every current 
that runs into the brain from skin or eye or ear 
runs out again into muscles, glands, or viscera, 
and helps to adapt the child to the environment 
from which the current came. The baby, in 
an unfinished state, is very plastic to surround- 

12 



ing forces, which develop and mould him so that 
he becomes capable of surviving and maintaining 
his living in the environment into which he has 
been born. He does this by the stimuli he re- 
ceives, in various ways, from his environment. 
Noting these movements in the order in which 
they come, we will consider: 

1. Spontaneous {Impulsive) Movements. 

Most noticeable when baby is excited or in- 
terested or when he is listening to some sound 
or gratified by some sight. Most abundant in 
the early weeks of life. They are not of pur- 
posive or expressive character, nor do they seem 
to result from stimuli coming from without. 

2. Reflex Movements. 

Note these movements are called forth by 
crying on contact with air, by swallowing, sneez- 
ing, snuffling, sighing, sobbing, vomiting,gagging, 
coughing, choking, starting, winking, yawning, 
hiccoughing. Notice the effect of sudden sounds. 
Observe the age of infant when winking is first 
induced. 

J. Instinctive Movements. 

Note these movements in sucking, licking, 
biting, smacking, chewing, grasping, and seizing 
with the lips, pulling against resistance; while 
the same kinds of movements developed and 
perfected by efforts are, holding up the head, 
sitting up, pulling the body up into a sitting 

13 



position, standing, creeping, walking, running, 
climbing, grasping. 

4. Ideational Movements. 

1. Imitative (make-believe plays, doing 

what he sees elders do, etc.). 

2. Expressive movements (kissing, cud- 

dling, clapping hands, etc.). 

3. Deliberative movements. 

All these appear later in childhood 
and show some progress in mental de- 
velopment. 

5. Special Movemeiits. 

I. Grasping. 

Reflex grasping: 

Note when hand closes tightly on 
objects placed against the palm. Note 
how soon after birth baby will do this, 
and if it increases or diminishes as day 
succeeds day. 
Carrying to the mouth: 

Hands have upward tendency, get- 
ting into the mouth as by accident. 
Note the time when the hands def- 
initely carry clasped objects to the 
mouth. 
Grasping with desire: 

Note the early fumbling about for 
objects to grasp. Note the first at- 
tempt to grasp an object guided by 
his eyes. Note mouth in skill to 
grasp; also the growth in interest and 
14 



tendency to sudden snatching, and 
ability to gauge distance. 

Note when iinger-tips begin to be 
differentiated for use, when the fore- 
finger is first used for pointing; if 
right or left hand is preferred, and 
does the habit change from time to 
time. 

2. Equilibrium and locomotion. 
Holding up head: 

Note the early occasional stiffening 
of the neck; when the head is raised 
voluntarily; and when the baby be- 
gins to turn the head about to see 
things. 
Sitting: 

Note early occasions when the child 
likes to sit up, and the progress of 
effort he makes to rise to sitting po- 
sition; if he tries to pull himself up 
by your hands, etc. Note how he fi- 
nally accomplishes this act, and how 
long he can sit steadily, and with what 
support. 
Rolling: 

Note when child first turns from 
back to side, to face; and does he 
roll from left to right, or right to left ? 
or has he any will — does he roll as a 
means of locomotion ^ 
Creeping: 

Note the first desire to creep, and 
15 



when he made effort to reach any at- 
tractive object on the floor by this 
means, and if he creeps on hands and 
knees, or hands and feet. Does he 
creep for the pleasure of movement, 
or only to get a coveted object? 

Hitching: 

Does he use this means of locomo- 
tion instead of creeping. 

Standing: 

Note first desire to stand, and first 
efforts to pull the body to erect posi- 
tion. Are such efforts discouraged by 
falls.? 

Note when he can stand supported 
by only one hand, and when alone. 

Walking: 

Note progress of different ways of 
walking, either edging along by the 
wall, or pushing a chair in front of 
him. Does running precede or follow 
walking.? 

Climbing: 

Is marked inclination to climb a 
trait in his character.? Note manner 
of climbing up stairs and down stairs. 

Jumping: 

Note when child takes pleasure in 
jumping, and if he jumps spontane- 
ously. 

16 



MENTAL DEVELOPMENT 

Senses: 
J. Sight. 

Note baby's sensitiveness to light during 
first few days of life — e. g., frowning, scringing 
at strong light. 

Fixation of the eyes : 

Note when eyes lose their aimless look 
and appear to rest upon objects, and when 
objects stared at cause pleasure or excite- 
ment, and how long an interesting object 
will continue to hold the attention. 
Attraction of the gaze by objects in motion: 

Note when eyes first follow moving light, 
such as a candle; and when his eyes can 
follow objects spontaneously. 
Recognition of form: 

Note when he begins to recognize faces 
of relatives, or to be puzzled by or afraid 
of change of faces, and at what age spon- 
taneous notice is taken of pictures on the 
wall or in books; when familiar objects are 
recognized in pictures. Keep notes of the 
growth of interest in seeing, and at what 
distance objects may be recognized. 

Color : 

Note, when the gaze is strongly attracted 
by colored objects, if child shows interest, 
pleasure; or, again, if they cause distrac- 
tion of thea ttention — for example, leading 
the child to cease eating until they are put 
out of sight. 

17 



After grasping is acquired: 

Take pieces of ribbon or paper selected 
to match the primary colors; hold these 
at a definite distance from the child and 
note which he reaches for. Note when 
child makes some such tests as these. 
When speech Is understood: 

Out of a set of colored balls or blocks, 
show the child a red, blue, or yellow, and 
have It pick out those like it, or arrange 
in order red, blue, yellow, and have child 
do the same. Try this from time to time 
and note date when child can do this. 

Hearing. 

Perception of sounds : 

Note when child first starts or winks at 
sudden sounds, and at what age Is the head 
first turned toward sounds heard? 
Recognition of sounds : 

Note attempts to imitate sounds; also 
sounds which excite marked pleasure or 
displeasure. Record when child can talk 
and ask when a sound is heard, "What is 
that.?" and "Where is it?" 
Music: 

Note when child first pays attention to 
single notes struck upon the piano; and to 
what extent music will direct his attention 
when he is fretting — note if there is any 
diflPerence to him in slow and lively mu- 
sic. Does he want to sing on hearing mu- 
sic? Note when he can first keep time to 
18 



music by swaying the body, clapping the 

hands, or marching. Note when he can 

learn rhymes and jingles. 
J. Sensation. 

Note date when child has ability to localize 
a touch or hurt. The withdrawal of a limb 
from a slight touch or hurt does not neces- 
sarily prove feeling, because the movement 
may be reflex. Observe the appearance of 
interest in the feeling of different objects, the 
child rubbing the fingers over the surface of 
articles, smooth or rough or soft. 

4. Taste. 

Note how child received different solutions 
of sweet, bitter, or acid substances. Keep 
record also of additions to the child's diet, 
and how each addition is received. 

5. Smell. 

Smell may be tested by various scents, but 
irritating substances, such as ammonia or 
smelling-salts, must on no account be used. 
Emotions: 

Parents and teachers need to study pro- 
foundly the child as an emotional being, and 
the emotions may be noticed in the order in 
which they appear in the following manner: 
Fear. 

Perceptibly manifest in about three weeks. 
Keep a list of things which frighten the child 
— sights, sounds, touch, sensations. The unex- 
pected fear of falling, of beasts, of darkness, or 
of being left alone. Note how fear is shown on 

19 



each occasion. Note examples, If possible, of 
fears outgrown. Appealing to fear by way of 
government is all too common and gives to a 
child the worst possible preparation for life. 
Fear takes the place of hope, and on no account 
should a child be frightened. Fear shows in the 
grave look, the trembling lip, and possibly the 
fit of crying. Fears excited by visual impres- 
sions come later than those excited by sounds. 
Visual sensations do not produce the strong ef- 
fect of nervous shock which auditory ones pro- 
duce. In other words, a child will be more 
shocked by what he hears than by what he sees. 

Surprise. 

Surprise is a world intellectual truth emo- 
tion. In general, the expression is one of open 
eyes and dropped jaw. Note incident in detail 
with environmental setting when this emotion 
first shows forth. As a rule, children are fond 
of surprises. How early the child feels this emo- 
tion can only be conjectured. It is certain that 
very early he shows intense curiosity, open-eyed 
wonder, joy of discovery and conquest, and de- 
sire for knowledge, while love of truth spurs him 
on from infancy to old age. 

Social Affection. 

An altruistic emotion. Note social affection 
about seventh week. Appears first in response 
to mother love. Keep a record of definite ex- 
amples showing affection and disaffection, sym- 
pathy and compassion. By education of the 
social emotions is meant the right culture of 

20 



feelings for others. These emotions are called 
''fellow feelings," "social affections," and "al- 
truistic emotions." All emotional endowments 
are God-given capabilities, and their lawful ac- 
tivities are God-approved; but restraint is as 
essential as stimulus in emotional culture. Cher- 
ish love and restrain hate; foster kindness and 
stifle cruelty; praise generosity and disparage 
envy. The child thus educated grows more and 
more lovely. All Christians are altruistic; sav- 
ages are egoistic. Note first signs of affection 
observed in infant and toward whom. How 
were these manifested, and how far was the 
affection spontaneous.^ Give details to show 
plainly whether in concrete cases there was real 
emotional dependence or the dependence of mere 
physical comfort. Give cases of childish friend- 
ships from earliest years to adolescence between 
the same or opposite sexes; give ages of both 
children and the duration of the friendship. 
Was the effect good, bad, or indifferent.^ Give 
cases of childish antipathy; how manifested. 
Trace causes — whether the antipathies were 
founded on a dislike of physical characteristics, 
or whether there was a mental or moral basis 
for the repulsion. 

Note any group of children which you have 
the opportunity to observe, if the number of 
exclusive friendships, as compared with the num- 
ber in the group, interfere in any way with 
general association with other children, stating 
age and sex of both children. 

21 



up to tenth year the child is largely a being 
of sensations, appetites, and self-emotions. The 
social emotions become quite active during boy- 
hood and girlhood. After the fourteenth year 
the altruistic emotions begin to dominate, and 
are fully active by the eighteenth year. Altru- 
istic culture immeasurably increases human hap- 
piness, makes for the brotherhood of man; each 
one becomes his brother's keeper, and is happier 
because he seeks to make others happy. 

In order to cultivate the altruistic emotions, 
definite laws must be observed; cherish the be- 
nevolent and repress the malevolent emotions. 
Surroundings do much to make children kind 
and generous or cruel and selfish. Here is a 
child who from infancy has enjoyed kindly in- 
fluences — a kind mother, kind teachers, and kind 
companions: now she is an unselfish, kind, and 
lovely girl. Again, another child, who almost 
from infancy has lived in the streets, surrounded 
by all vile influences: he is now selfish, cruel, 
and repulsive. Blessed is the child that grows 
up in the atmosphere of love! Kind treatment 
awakens all kindly feelings. The rule of love 
develops love. Provoke not the child to anger; 
avoid arousing hateful feelings. 

A child's environment should be such that his 
natural impulse would be to give kind looks, 
speak kind words, and do kind acts. 

There is a physical love which expresses it- 
self in the mere kiss, and hug and word of en- 
dearment, but this is not the all-purifying, all- 
glorious love, so elevating to every life; it is 

22 



but the door, or entrance, to that other higher 
form of love which manifests itself in service 
and self-sacrifice. Ask of the child, when he 
is in the loving mood, some little service, very- 
slight at first, but enough to make him aid you, 
and thereby transfer the mere selfish love of 
the child into the beginning of that spiritual 
love which Christ commended when He said, 
"If ye love me, keep my commandments." 

Altruistic literature is helpful and may be 
found in such works as MacDonald's "Sir Gib- 
bie," Mrs. Ewing's "Story of a Short Life," 
Dickens' "David Copperfield," and Holland's 
"Nicholas Minturn." 

Pugnacity. 

Pugnacity is an unwillingness to be beaten 
by any kind of difficulty, and is an indication 
of a spirited and enterprising character. It is a 
fighting impulse that it is well to appeal to when 
a child feels that he is being downed. Rouse his 
pugnacity and pride, and he will rush at the 
difficult places with a sort of inner determin- 
ation at himself that is one of his best moral 
faculties. 

Pugnacity and pride, in their more refined 
and noble forms, play a great part in his edu- 
cation generally, being in some characters most 
potent spurs to effort. 

Curiosity. 

Note the way in which the child looks at 
novelties, of sensible objects, especially if their 
sensational quality is bright, vivid, or startling. 

23 



Note the questions he asks about things. This 
indicates a desire to know more about the ob- 
ject. In Its higher, more Intellectual form, this 
emotion toward more complete knowledge takes 
the character of scientific or philosophical cu- 
riosity. Young children are possessed by curi- 
osity about every new impression that assails 
them. Material things, things that move, liv- 
ing things, human actions, and accounts of hu- 
man action arouse curiosity better than any- 
thing that Is more abstract. Earliest appeals, 
therefore, must be through objects shown or 
acts performed or described. Theoretic curios- 
ity — curiosity about the rational relations be- 
tween things — does not awaken until adolescence 
is reached. Emotions of curiosity are world In- 
tellectual truth emotions. In early childhood 
is the time to lead children to discriminate joy 
in the presence of truth and pain in the pres- 
ence of the false. Whatever calls the truth 
emotions Into vigorous activity may become a 
means for educating these feelings. Truth ideas 
occasion truth emotions — truth In nature, in sci- 
ence, in history. In every-day life. 

"The child explores the wonder-world of 
matter; the youth explores the wonder-world 
of mind; the man explores the wonder-world 
of philosophy; the Immortal explores the wonder- 
worlds of God's wisdom. The boundless de- 
lights occasioned by new discoveries are truth 
emotions." 



24 



Jealousy. 

Jealousy is one of a host of malevolent emo- 
tions, such as envy, enmity, malice, antipathy, 
blasphemy, scorn, cruelty, ingratitude, contempt, 
and revenge; all of which make for harm if 
unrestrained. They hurt, and do not help. 
They tend to bitterness, strife, revenge, rivalry, 
murder, and war. They fill all lands with wails 
of woe. In order to alleviate these emotions, 
cherish all kindly feelings, and thereby over- 
come the hateful ones. When hateful emotions 
are continually excited, they grow into hateful 
passions. 

Anger. 

Note occasions of its appearance, its manner 
of expression, and any apparent hereditary pe- 
culiarity. To what extent is temper control- 
lable .^ By what means has the child been helped 
to control his temper.^ At about twelve weeks 
old emerges the emotion of anger, and its com- 
panion, the emotion of jealousy. 

Play. 

The earliest manifestation of this emotion 
in infancy is seen in the infant's kicking, gestic- 
ulating, grimacing, cooing, crowing, laughing, 
and babbling; and in the talking, chattering, 
singing, running, jumping, climbing of little 
children. Movement for its own sake is the 
main element. The healthy child at this period 
has an irresistible craving not to "sit still" and 
"be good." 

25 



When the child has gained some control over 
his bodily powers, his impulses prompt him to 
more complex forms of action, and we find, 
among the plays which attract him, skipping, 
hoops, toys, kites, ride a cock-horse, dancing in 
its simple forms, imitating sounds (barking, 
mooing, etc.), gestures, pretending to be a horse, 
a dog, an engine, etc., dressing up, acting make- 
believe plays, home, shop, school, railway sta- 
tion, etc. Then the construction of sand cas- 
tles, mud pies, bricks, scribbhng, drawing, mod- 
eling, and the investigation of dropping things, 
hammering, rattling, teasing, destroying, all of 
which are prominent to the sixth or seventh 
years, and, if rightly guided, are amongst the 
most valuable, from the educational point of 
view, of the impulses of childhood. Play is the 
child's apprenticeship, whereby he acquires in- 
dividual experiences of the world and knowledge 
of his own powers which form his stock-in-trade 
for the game of life. Just as puppies and kit- 
tens play at the kind of things which dogs and 
cats do, so children play at the kind of things 
which man does. Play is Nature's method of 
education and should have full scope in suitable 
directions. In observing these various ways of 
children's playing, note what particular instincts 
or impulses or emotions are finding satisfaction 
in certain ways of playing, and in what direction 
these plays are of educational value. 

The second play period extends from the 
seventh to twelfth year, of which the chief feat- 

26 



ure is the appearance of the characteristic games 
of boyhood. Many of these games are of great 
antiquity and are learned by imitation gener- 
ation after generation, and owe their durabiUty 
to the satisfaction they give to certain prim- 
itive instincts, especially the fighting and hunt- 
ing instincts, which are so strong in boyhood. 

Note the child's delight in his strength, his 
swiftness, his accuracy of hand and eye, his 
skill in doing different things. 

Note if the child cares to excel, or if, trying, 
does not excel, is he a good loser in the ga.me? 
Rousseau, in his ''Emile," would have no rivalry 
between one child and another. He says it is 
too base a passion to play a part in ideal edu- 
cation. ''Let Emile," he said, ''never be led 
to compare himself to other children. No ri- 
valries, not even in running, as soon as he be- 
gins to have the power of reason. It were a 
hundred times better that he should not learn 
at all what he could only learn through jealousy 
or vanity. But I would mark out every year 
the progress he may have made, and I would 
compare it with the progress of the following 
years. I would say to him: 'You are now 
grown so many inches taller; there is the ditch 
which you jumped over, there is the burden 
which you raised; there is the distance to which 
you could throw a pebble, there is the distance 
you could run over without losing breath. See 
how much more you can do now.' Thus I 
should excite him without making him jealous 

27 



of any one. He should wish to surpass him- 
self. I can see no inconvenience in this emu- 
lation with his former self." 

The third play period extends from about 
the twelfth year, and is characterized by those 
games which appeal to the social instinct and 
develop the social spirit. The chief character- 
istic of the games of this period is that they are 
played in teams or groups, in which each in- 
dividual player must play, not for himself, but 
for his team. Such as football, basketball, crick- 
et, hockey, baseball, lacrosse, etc. Froebel as- 
serts emphatically that a child's future life will 
be pure or sullied, peaceful or rent with passion, 
by the nature of play and conditions under 
which he plays. One great aim of the Kinder- 
garten system is to show how children may be 
saved from the siUiness and inanity, the frequent 
coarseness and vulgarity of their play when they 
are left entirely to themselves. 

Sympathy. 

Sympathy is a social emotion and appears 
about the age of five months. In noting dif- 
ferent instances of the expression of this emo- 
tion, state its relation to the experience that 
called it forth. In fact, in all observation the 
point is not so much the act itself as accounts 
of entire experiences, following one on the other 
and embracing all the child's acts with their 
environmental setting as far as it is possible to 
give it. In other words, give simply the com- 
plete experience by taking the observed facts 

28 



in their context, and remember that the funda- 
mental point is that each act has arisen as a 
functional part of an entire experience. Sym- 
pathy first appears as a feeling of pity or com- 
miseration for others. The pains first sym- 
pathized with are, of course, the familiar bodily 
feelings, such as cold, fatigue, injury, together 
with the simple emotional states, as fear and 
disappointment. A very young child will show 
unmistakably the signs of dejection and sorrow 
at the sight or narration of another child's suf- 
ferings. Their sympathy is easily aroused by 
animals because they can apprehend their emo- 
tional experiences. 

Preyor tells how his boy at two and a quar- 
ter years, in looking at some little pigs, screamed 
and turned away in fright when he saw them 
begin to suck at the teats of their mother, that 
lay in the sty perfectly quiet. It appeared later 
that he thought they were biting their mother. 
Here the child cried because he became vividly 
conscious of the significance to himself of an 
experience of being bitten. On the emotion of 
sympathy much in human life depends. 

Emulation. 

Emulation is the impulse of emotion to im- 
itate what the child sees another doing, in order 
not to appear inferior. Emulation is the very 
nerve of human society. A parent should not 
try to make the child do a thing which he can 
not do himself. ''Come and let me show you 
how" is an incomparably better stimulus than 

29 



"Go and do it as the book directs." Children 
admire anyone who has skill. What he does 
seems easy and they wish to emulate it. Emu- 
lation rapidly ensues, with pugnacity in its train. 

Pride. 

Pride is a self or egoistic emotion. By this 
is meant the development of the feelings that 
make for self-betterment. Infinite Wisdom has 
planted deep in every human heart the desire for 
perfection. The body is the organism through 
which self works. Mothers and kindergartners 
hold a prominent place and are of the highest 
importance in fostering all emotions that make 
for the child's self-betterment. In fostering de- 
sires for proper food and drink to satisfy natural 
appetites, in cherishing budding self-respect, in 
stimulating cheerfulness, courage, hopefulness, 
and all upHfting desires, and in repressing all 
hurtful self-emotions. Repress fear and cow- 
ardice, sourness and melancholy; cherish true 
self-love, and repress egotism and selfishness. 
Children thus governed are orderly, industrious, 
cheerful, joyous, sweet, good-natured, mannerly. 
Bad government mars. Fear will take the place 
of hope; force will take the place of affection. 
A child forced to study will not have a burning 
desire for knowledge. Blame takes the place 
of praise, while judicious praise is the pure, 
balmy air, so conducive to all self-betterment. 
A child desires to be worthy and hopes to merit 
your loving approval. Cruelty will take the 
place of kindness, and driving children will take 

30 



away the pleasure of leading them. Children 
thus governed tend to become everything un- 
desirable — disorderly, ugly, morose, sour, cow- 
ardly, and unmanly. Egoistic literature, such 
as biography and history, fosters the desire to 
make the most of self and to contemplate self 
in others. The study of the superiority and 
achievements of great men and women calls self- 
emotions into vigorous activity. The mothers 
and kindergartners do untold good and avert 
incalculable harm. But the primary teacher 
must do the best for her pupils, however faulty 
their previous treatment; for, as a diseased 
body is restored to health, so a deformed soul 
may be educated into harmony. The inner na- 
ture, or soul, of the child has infinite possi- 
bilities to overcome all weaknesses. 

Resentment. 

Keep a list of things which cause resentment 
and the successive means of expressing the emo- 
tion. Pride and love of ornament are emotions 
that appear about the eighth or ninth month. 
This emotion may be regarded as a social emo- 
tion and as representing the instincts of self- 
preservation in its active form. 

Emotion of the Beautiful. 

This is a world, or cosmic, esthetic emotion. 
Capabilities to appreciate and enjoy the beauti- 
ful, the sublime, and the humorous are known as 
the esthetic emotions. Art and poetry and mu- 
sic are esthetic emotions. The beauty emotions 

31 



include emotions of beauty and ugliness, sub- 
limity and insignificance, and emotions of hu- 
mor and pathos. The worlds of the true, the 
beautiful, and the good are co-ordinate. Edu- 
cation is designed to fit the child for the highest 
happiness of which he is capable; esthetic cult- 
ure prepares him to enjoy a universe of beauty. 
It attunes the human heart to thrill with joy 
in the presence of beauty in all its myriad forms, 
thereby opening the way to all good influences 
and closing the way to all the grosser vices. 

These emotions are feebly active in early 
childhood and grow with physical growth. Note 
when the child learns to enjoy simple melodies 
and simple poetry. From the age of fourteen 
to eighteen is considered the period especially 
favorable for the development of the higher 
esthetic emotions. Men and women do not 
grow old, whose esthetic emotions are active 
and strong. 

Beauty, sublimity, and humor are the emo- 
tions that silently minister to the soul-growth of 
the little ones. Note when the child enjoys the 
scenery, the flower gardens, the spreading mead- 
ows, the blossoming orchards, the golden fruit, 
the shady groves, the running brooks, and the 
songs of birds. Beauty is obtrusive in all the 
kindergarten arrangements: beauty of motion, 
which kindergarten exercises gratify; beauty of 
drawing, molding, cutting, building, making. 
They try to make beautiful things. The beauty 
emotions thus pass over into actions. "Pretty 

32 



is that pretty does." Kind acts are beautiful. 
Truthfulness is beautiful; selfishness is ugly, 
cruelty is ugly — all wrong-doing is ugly. Beauty 
of character is the highest form of beauty. The 
art of developing holy characters is the finest 
of fine arts. Beauty of conduct is the climax. 

Grief. 

Note grief when the mind shows inability 
to get away from the source of its sorrow and 
take up the direction of necessary activities. 
For a child or person deeply afflicted, there is 
no freedom of will and action. The mind re- 
fuses to operate, save in reiterated contemplation 
of its loss. 

Grief is an egoistic emotion. The child, 
placed in a universe where law reigns, feels his 
highest desire to be perfection through law — 
physical perfection through conformity to phys- 
ical laws, mental perfection through conformity 
to the laws of mental growth, and moral per- 
fection through conformity to ethical laws. The 
imperative ''Be perfect!" throbs in every fiber 
of the human heart. All the emotional endow- 
ments are God-given capabilities and their law- 
ful praise occasions joy, blame occasions grief; 
and they do not show forth until a child is old 
enough to feel what he knows, and feelings oc- 
casioned by knowledge are intellectual, rational, 
and spiritual feelings. 

Hate. 

Hate is an altruistic emotion, one of the 
unkind ones, and should be repressed by cher- 

33 



ishing kind feelings. Note the experiences you 
have in helping the child to overcome hate with 
love. There are many reasons for loving, where 
there is one for hating. 

Cruelty. 

Cruelty is an altruistic malevolent emotion, 
and is the opposite of mercy. It should be 
discouraged, and mercy should be encouraged. 

Bejievolence. 

Benevolence is an altruistic emotion, love of 
mankind and desire for their happiness. Edu- 
cate these emotions by encouraging the child to 
think lovingly of others. Love of God, love of 
humanity, love of country, love of children, have 
led to the development of the noblest lives — the 
love that will undertake all duties and endure 
all sufferings. 

Revenge and Rage. 

Revenge and rage are malevolent emotions. 
Note when and how they first show forth, but 
avoid exciting such emotions. Rather repress 
and weaken them until they become feeble by 
non-use. These feelings have a strong tendency 
to become acts, and thus multiply their intensity. 
They can not always be avoided, but they can 
be restrained from becoming acts. 

Shame. 

Shame is an altruistic emotion, and is the 
opposite of honor. 

34 



Regret. 

Regret is an egoistic emotion, and is the 
opposite of satisfaction. 

Deceitfulness. 

Deceitfulness is a cosmic truth emotion. 
Culture of the truth emotion is the development 
of love of truth. Repress the false and love 
the true. The true means the realm of knowl- 
edge. Truth is agreement with reality, as true 
biography, true history, and true science. The 
child should be encouraged to earnestly seek to 
know the truth, the whole truth, and nothing but 
the truth. The joy of finding new truths keeps 
the soul forever young. How early the child feels 
these emotions can only be conjectured, but it 
will be easy to discern that very early he suffers 
when deceived. Telling lies is cowardly and 
base and hateful. Truth-teUing is brave and 
manly and lovely. There are many ways to 
cherish the truth habit. Deception and mis- 
representations are grave and very undesirable. 

Emotions of the Ludicrous. 

Note when the child delights in funny pict- 
ures, clowns, etc. 

Summing up and classifying the emotions as 
a whole and in the order of their importance, 
we have: 

I. Cosmic, or world, motives are the high- 
est; they are truth, beauty, and d^i cy 
emotions. 

35 



2. Altruistic J or social, motives are the next 

highest. 

3. Egoistic, or self, motives are low. 

4. Malevolent motives are the lowest. 

By cosmic, or world, emotions are meant 
curiosity, wonder, surprise, knowledge emotions; 
emotions of beauty and ugliness, of humor and 
pathos, of sublimity and insignificance, of right 
and wrong, of ought and ought not, of approval 
and remorse, of merit and demerit. 

By altruistic, or social, emotions are meant 
love, hate, friendship, enmity, sympathy, antip- 
athy, pity, indifference, affection, disaffection, 
good-will, malice, generosity, envy, gratitude, 
ingratitude, philanthropy, misanthropy, good- 
humor, anger, mercy, cruelty, honor, shame, 
equanimity, confusion, reverence, scorn, admira- 
tion, and contempt. 

By egoistic, or self, emotions are meant hope, 
fear, exultation, despair, joy, sorrow, gayety, 
depression, courage, cowardice, bravery, timid- 
ity, cheerfulness, gloominess, sprightliness; de- 
sire for life, for property, for power, for esteem, 
for knowledge, for beauty, for perfection; con- 
tent, discontent, satisfaction, regret, humility, 
pride, meekness, and vanity. 

By malevolent emotions are meant anger, 
envy, jealousy, hate, enmity, malice, antipathy, 
blasphemy, scorn, cruelty, ingratitude, contempt, 
and revenge. 

These emotional states have obviously a very 
36 



direct bearing on the moral life. For the parent, 
the important point is to see to it that the inner 
activity is directed into suitable channels of 
conduct. 

Thus far we have traced the development of 
the child's mind in association with and de- 
pendence upon a succession of instinctive and 
emotional tendencies. We have seen his out- 
growth — we have seen him advance from the 
first hour of infancy to the spontaneous, reflex, 
instinctive, and ideational movements of the 
third or fourth month, where he is able to gaze 
at attractive objects and to follow movements 
with his eyes, to make efforts to raise his head, 
and to display upon occasion the primitive emo- 
tions of fear and anger; to six months, where 
he can grasp objects and carry them to his 
mouth and can distinguish between his friends 
and strangers, where he displays curiosity and 
affection; and to the first year, when the play 
instinct becomes marked and the imitative in- 
stinct makes its appearance; and to the second 
year, where he has acquired, in response to 
strong innate impulses, the art of locomotion, 
imitation more marked, and emulation. Curi- 
osity, previously awakened by bright or moving 
objects or strange sounds, has developed into 
the instinct to investigate everything that can 
be gotten hold of. Constructiveness and de- 
structiveness, sociability, love, sympathy, pride, 
jealousy, humor, obstinacy — all have appeared 
in their due course, and have been observed 

37 



with pleasure by the mother, who rightly re- 
garded them as a proof of her child's capacity 
for normal development. For the fewer these 
instincts present in the child, the less is he ca- 
pable of education, and the lower is the grade 
of idiocy; and in case all are absent, there is 
nothing to which education can appeal. 

Will: 

Will-culture places the cope-stone on the 
whole educational building. Character is a 
completely developed will. The will powers are: 
attention, choice, and action. Note instances 
when the child tried to do something a number 
of times; what encouragements induced him to 
go on trying. Note when the will, in the ordi- 
nary sense, announces itself through words, acts, 
looks, and gestures. 

Inhibition. 

Record any instances of the child refraining 
from doing something he wished to do, as a 
result of suggestion, from fear of the conse- 
quences, or for some other reason. Breaking 
a child's will is not the way to bend it; when 
once broken, there is nothing left to bend. To 
make a child give in through mere terror de- 
troys the child's confidence and sympathy for 
parent or teacher, and makes it impossible for 
teacher or parent to educate him. Lead the 
mind and the will into larger fields and wiser 
ways by warm appreciation and hearty approval. 
Inspire noble acts and good work. 

38 



Attention. 

Note prolonged staring at light surfacces, 
bright colors, and obliviousness to surroundings. 
Attention is the power of self to focalize efforts 
and to keep the attention fixed upon the sub- 
ject in hand and to resolutely exclude all other 
things. Good literature tends to develop good 
will, of which biography and history rank high. 

Choice. 

Lead the child to deliberate and choose, to as- 
sume light responsibilities, and to prove himself 
trustworthy, to choose right from wrong. Kin- 
dergarten work is wisely arranged to promote 
the growth of choice. Right brings happiness, 
while misery follows wrong determination. 

Action. 

Action stands for doing. The first instinct- 
ive and reflex movements of the child, when he 
kicked, sucked, struck, and cried, prepared the 
body for purposed action. Willed action shows 
about the fourth month, and purposed action 
is quite pronounced by six months old. Ef- 
fective action is achievement, and achievement 
is happiness. Kindergarten work is mostly ac- 
tion; the exercises are planned to promote the 
growth of spontaneous action into purposed 
action. 

Intellect: 

Self, as intellect, knows. The child begins 
life with little or no conscious intelligence, yet 
with well-mairked reflex and instinctive tenden- 
cies, as we have already seen, that act for his 

39 



own good — a sort of unconscious mechanical 
Intelligence, from which Is developed a conscious 
Intelligence by receiving and relating the sensa- 
tions thus produced. And, as conscious Intel- 
ligence develops, he chooses, from the various 
possibilities presented to him by the results of 
previous action, those objects and acts that are 
most pleasing. In every, form of repeated ac- 
tion, however, conscious Intelligence soon be- 
comes more or less unnecessary, because of the 
development of the unconscious development of 
habit. Intellect, then. Is largely the result of 
♦experience and Is little Influenced by Inner laws 
■of development. The powers of Intellect are: 
■memory, understanding, imitation, sense of self, 
reasoning, and judgment. 

Memory. 

Note the child's recognition of faces, bath, 
toys, etc., of hat or cloak with expectation of 
going out; of fear with the appearance of some- 
thing which on another occasion caused pain; 
ability to supply words omitted from familiar 
rhymes, ability to learn nursery rhymes, and 
memory of names. Show him some unfamiliar 
object, naming It, and In a few days or weeks 
ask him to name the same. 

Understanding. 

Note any examples of the child's understand- 
ing by his comprehension and use of words or 
phrases; by his ability to know the meaning 
of verses he might learn to speak; or If he has 
any special difficulties In understanding. 

40 



Imitation. 

Noticeable in first attempt at waving 'bye- 
bye' or in response to any suggestion given by 
another; also in putting on father's hat, using 
handkerchief as his father does, or imitating 
his walk. 

Sense of Self. 

Note interest he has in his hands, fingers, 
toes, knees, etc.; later, curiosity as to internal 
organs — bones, heart, stomach. 

Sense of power: 

Note pleasure he takes in making a noise? 
tearing paper, pounding, etc.; eagerness to 
attempt to do what he sees others do, so as 
to do things for himself. 

Influence of dress: 

Note change of disposition associated with 
change of dress; pride in dress, first trousers, 
promoting growth of self-consciousness. 

Mirror image: 

Note when the child first sees himself in 
mirror; if he knows his image; if he laughs 
at it, reaches for it; if he looks behind mirror 
for the likeness; if he kisses it or makes faces 
at it, etc. 

Self-consciousness : 

Note if he pays attention to remarks made 
about him, and if he uses tricks to conceal 
guilt. 

41 



Philosophical speculating: 

Note when he begins to question about 
God, space, pre-existence, where he was be- 
fore he was born, and would the grown-ups 
now be little boys when he would be old, etc. 

Reasoning. 

Note when the child looks for a sound, for 
the cause of a shadow, for the real object when a 
reflection is seen. Note when the child first uses 
a stick or other object to reach for the thing he 
wants, and when he first fetches a chair or 
stool to climb up to a shelf or table, and when 
he first notices the waving of the trees, and if he 
believes the trees waving causes the wind or if 
he thinks the wind causes the trees to wave, etc. 

Judgment. 

Judgment is essential in a strong character; 
its development consists particularly in the cul- 
tivation of practical aims and worthy ideals. 

Speech: 

First Year. 

Record the various vowels and consonants 
as they appear. In what order do they appear.? 
Which are the first consonants to be used.? Note 
first words uttered and when you can detect 
differences, expressive of hunger, pain, discom- 
fort, pleasure, anger, or surprise. Ask the child 
where is the clock, the dog, the cat, the dolly, 
etc. Note when he first looks toward object 
spoken of. Keep a list of words and names 

42 



obviously understood until the number becomes 
too great. 

Second Year, 

Note the child's vocabulary at twelve, fif- 
teen, eighteen, twenty-four, thirty, and thirty-six 
months. Record a list of early combinations of 
words In phrases and sentences, and note the 
gradual advance In ability to construct sen- 
tences. Note any words which appear to be 
invented or to be distortions of words heard, 
and if the child at any time evinces unwilling- 
ness to use speech if a gesture will serve the pur- 
pose, and if he has shown any special difhcul- 
ties in pronunciation — lulling, lisping, or stam- 
mering, and if you were able to help him over 
such difficulties. 

The Age of Imagination: 

Childhood, so fancy-full. Is the age for dream- 
ing, for decking out the world as yet unknown 
with the gay colors of imagination; for living 
a life of play or happy make-believe. The 
myth-making impulse characterizes the '^child- 
hood of the world" by an overflow of fancy 
which ever seeks to hide the meagerness of 
knowledge. This age is most pronounced from 
three to seven years. Children have different 
types of mind: there are the abstract-minded, 
dealing with ideas; the concrete-minded, dealing 
with and handling of things; and there are the 
social-minded, grasping ideas and dealing with 
social ideas. 

43 



Note if the child's imagination shows im- 
aginatively in a colored world, or in a world of 
sounds, or in a world of movements. If the 
child is lively and active, he will delight in such 
stories as well as such plays as are full of move- 
ment and bodily activity. 

Note if the child's temperament, feelings, 
or emotions show in his imagination. If he 
prefers to imagine gloomy and terrifying objects, 
religious, bright or gladsome. 

Imagination does not exist in all children 
alike; in fact, it is a special study in each new 
child. It has an inherent charm and is the most 
delightful side of child life. The fresh exhilar- 
ating draughts which daily pour forth from the 
fount of the child's phantasy, the droll-acting 
and smart child soliloquy are valuable gems for 
the mother's study-book. Another domain of 
children's imagination is found in Story-land. 
Story-books open up a new world, which is 
strange and far away, but one in which, in a 
sense, they live in an almost overpowering de- 
light. The magic power of words calls up in 
children's minds very vivid and real images of 
things. 

The little brain is wondrously deft at visual- 
izing. What glorious inner visions the skillful 
little interpreter manages to get from these 
words! Scene after scene of the dissolving view 
unfolds itself in definite outline and magical col- 
oring, and the anticipation of each stage is a 
thrilling mystery. 

44 



Note stories read to or told to the child, 
also the ones he likes to read himslf. 

The Questioning Age: 

Note the first putting of questions, general- 
ly about the third year. In about the fourth year 
inquisitiveness is perhaps its highest; the child 
fires question after question with wondrous rap^ 
idity and pertinacity. The question is the out- 
come of ignorance, coupled with a belief in the 
boundless knowledge of grown-up people. It is 
the outcome of intellectual craving, of a demand 
for mental food. 

The question words are: 

1. What. 

2. Why. 

3. How. 

The question word what — ''What is this.?" 
''What is that.?" — is prompted by the desire for 
order and connectedness, and means that the 
child, by a half-conscious process of reflection 
and reasoning, has found his way to the truth 
that things have their qualities, their belonging, 
and their names. The child shows this desire 
again in collecting pebbles, pieces of broken 
glass, etc. The motive is to gain possession of 
some fact which will connect itself with and sup- 
plement a fact already known. By making up 
his connected whole, he tries to see things, with 
his imagination, in their proper attachment and 
order. 

45 



The question word why comes a little later — 
"Why is this?" and "Why is that?" — the rea- 
son and the cause of things. This form of ques- 
tion develops naturally out of the earlier, for to 
give the "what" of a thing — that is, its connec- 
tions, is to give its "why" — that is, the mode of 
production, its use and purpose. Nothing is 
more interesting to a child than the production 
of things. He wonders how the pebbles, the stars, 
the birds, and the babies are made. He delights 
in making things himself. The child's questions 
are not always from ignorance and curiosity, but 
from a deeper motive, a sense of perplexity or 
contradiction, and sometimes from a mental irii- 
tability and peevishness. The type of question 
may be determined by its form and the manner 
of putting it. In case the child's questioning 
is a symptom of irritability and peevishness, it 
can be gotten rid of by a good romp or other 
healthy distraction. 

The question word how shows forth about the 
fifth or sixth year, and indicates the presence of a 
larger intellectual group of time relations. From 
such questions as "How does this?" "How does 
that?" to absolute beginnings, into the origin of 
the world and God himself. In all this field of 
childish questioning the ardent little explorer, 
following the law of intellectual progress, looks 
out with wide-eyed wonder upon his new world; 
and well indeed is it if he has mother, father, or 
nurse who have a large and deep enough knowl- 
edge of things, a quick and sympathetic insight 

46 



into his mind, and who do not object to having 
their luxurious mood of indolence disturbed, but 
who have the moral excellencies needed for an 
adequate treatment of his questions while the 
spirit of investigation is still upon him, to im- 
part what they know in response to his childish 
efforts. 




Child's Life Story 



OBSERVATIONS OF 




f 



